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US20090068622A1 - Letter guide sheet - Google Patents

Letter guide sheet Download PDF

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Publication number
US20090068622A1
US20090068622A1 US11/852,615 US85261507A US2009068622A1 US 20090068622 A1 US20090068622 A1 US 20090068622A1 US 85261507 A US85261507 A US 85261507A US 2009068622 A1 US2009068622 A1 US 2009068622A1
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US
United States
Prior art keywords
sheet
writing
user
hand
sheet assembly
Prior art date
Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
Abandoned
Application number
US11/852,615
Other languages
English (en)
Inventor
Toni M. Schulken
Current Assignee (The listed assignees may be inaccurate. Google has not performed a legal analysis and makes no representation or warranty as to the accuracy of the list.)
WestRock MWV LLC
Original Assignee
Meadwestvaco Corp
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Meadwestvaco Corp filed Critical Meadwestvaco Corp
Priority to US11/852,615 priority Critical patent/US20090068622A1/en
Assigned to MEADWESTVACO CORPORATION reassignment MEADWESTVACO CORPORATION ASSIGNMENT OF ASSIGNORS INTEREST (SEE DOCUMENT FOR DETAILS). Assignors: SCHULKEN, TONI M.
Priority to BRPI0803351-0A priority patent/BRPI0803351A2/pt
Priority to CA002639515A priority patent/CA2639515A1/en
Publication of US20090068622A1 publication Critical patent/US20090068622A1/en
Abandoned legal-status Critical Current

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B11/00—Teaching hand-writing, shorthand, drawing, or painting
    • G09B11/04—Guide sheets or plates; Tracing charts

Definitions

  • the present invention is directed to a sheet for developing a user's writing instrument skills, more particularly, to a sheet for developing a user's pre-writing skills.
  • pre-writing shapes are important in developing proper writing and drawing skills. As children and other users learn to write letters and parts of letters, it is important to teach the proper form of the pre-writing shapes, as well as proper stroke direction (i.e. directionality of formation). Moreover, user should be taught continuity of pre-writing shape formation which results in increased legibility and leads to an easier transition to writing.
  • the invention is drawing sheet assembly including a plurality of drawing sheets, each drawing sheet including sequential instruction indicia.
  • the instruction indicia instructs a user to draw at least part of two pre-writing shapes that cooperate to create a rudimentary drawing.
  • Each drawing sheet further includes a drawing space providing a space in which a user can draw the rudimentary drawing in accordance with the sequential instruction indicia.
  • the plurality of drawing sheets collectively include instruction indicia instructing a user to draw at least part of all nine pre-writing shapes.
  • FIG. 1 illustrates the nine pre-writing shapes
  • FIG. 2 illustrates an instruction sheet teaching a user how to draw some of the pre-writing shapes
  • FIG. 3 is another instruction sheet teaching a user how to draw the remaining pre-writing shapes
  • FIG. 4 is a drawing sheet with indicia to teach a user how to create a drawing
  • FIG. 5 is another drawing sheet with indicia to teach a user how to create a drawing.
  • FIG. 6 is another drawing sheet with indicia to teach a user how to create a drawing.
  • pre-writing shapes 10 shown in FIG. 1 consist of a vertical line, a horizontal line, a circle, a cross (also known more specifically as a horizontal and vertical cross), a right oblique, a square, a left oblique, an “X” (also known more specifically as an oblique cross), and a triangle.
  • These pre-writing shapes 10 can be arranged to create all of the capital letters of the English alphabet (or the Latin alphabet) and therefore are important building blocks for a user to learn for proper capital letter formation.
  • instruction sheets 12 may be provided that instruct a user in the proper strokes for drawing the pre-writing shapes 10 .
  • Each instruction sheet 12 may include or be made of a sheet-like portion or piece of sheet-like material 13 .
  • the instruction sheets 12 /sheet-like portions 13 can be made of from any of a wide variety of materials but will typically be made of a cellulose-base or pulp-base paper such that the sheets 12 are generally water absorbent and can be written upon by a wide variety of media (i.e. pens, pencils, markers, crayons, etc.) However, the sheets 12 can be made of any of a relatively wide variety of materials, and need not necessarily be of a water-absorbent material (i.e. could be a write-on/wipe off (polymer) material that can be re-used, etc.)
  • the instruction sheets 12 may be relatively thin, and may have a thickness of about 0.5 mm or less.
  • Each instruction sheet 12 may include a plurality of horizontally-oriented instruction rows 14 , which each row 14 being associated with one of the pre-writing shapes 10 .
  • Each row 14 may include a plurality of blocks or spaces 16 that present the associated pre-writing shape 10 , and teach the user how to draw the associated pre-writing shape 10 .
  • the first block 16 of each row 14 may be a presentation block 16 a which presents the pre-writing shape 10 .
  • the next block 16 (in a left-to-right progression) of each row 14 may be an instruction block 16 b which presents the pre-writing shape 10 in a traceable format 10 ′, along with guide arrows 18 (i.e. directional cues) to show the proper writing strokes to draw each pre-writing shape 10 .
  • Each traceable pre-writing shape 10 ′ in each instruction block 16 b may be traceable in that it is presented as a relatively thin or light line, a shaded line, a non-black line (the line may be gray, however) and/or an incomplete line which is printed in dotted or dashed format. This allows a user to draw over the traceable pre-writing shape 10 ′ while easily distinguishing which portions of the traceable version 10 ′ are pre-printed, and which portions have been drawn by the user.
  • Each guide arrow 18 may be positioned on top of the associated traceable versions 10 ′, or may be positioned immediately adjacent thereto. Each guide arrow 18 cues the user as to the starting point of a writing stroke, as well at the direction of the stroke.
  • each guide arrow 18 of each instruction block 16 b may be numbered, and may also be colored (i.e. a non-white and non-black color, such as red, orange, green, blue, purple, etc.)
  • Each arrow 18 may have a unique color relative to other arrows in that instruction block 16 b. For example in the lower instruction block 16 b of FIG. 2 illustrating a cross, the arrow numbered “ 1 ” may be blue and the arrow numbered “ 2 ” may be purple.
  • the next blocks 16 are cue blocks 16 c.
  • the guide arrows 18 are presented, but the traceable version 10 ′ of the associated pre-writing shape 10 is not included, and the arrows 18 are not numbered.
  • the arrows 18 in the cue blocks 16 c may be colored according to the coloring scheme of the associated instruction block 16 b. For example, in the bottom cue block 16 c of FIG. 2 the vertical arrow may be blue, and the horizontal arrow may be purple.
  • blank blocks 16 d may provided adjacent to the cue blocks 16 c of each row 14 .
  • each row 14 provides numerous opportunities for a user to draw each pre-writing shape 10 to learn by repetition.
  • Each block 16 may be generally square and each can be generally the same size, although the size, shape and position of the blocks 16 may vary as desired.
  • Each block 16 (except, in one case, the presentation blocks 16 a ) may be filled with a yellow color to attract the attention of the user. The yellow color also decreases visual fatigue, which can be particularly useful with children who are not used to working with paper for long periods of time.
  • a yellow fill color in the boxes 16 is also easy to write upon and provides sufficient contrast with pencils and other writing instruments.
  • various other fill colors besides yellow, such as rose, light blue or the like may be utilized in the blocks 16 .
  • a plurality of drawing sheets 20 may be provided with, or coupled to, the instruction sheets 12 .
  • Each drawing sheet 20 may be made of the same materials as the drawing sheets 12 /sheet-like material 13 as described above.
  • Each drawing sheet 20 includes a series of sequential instruction indicia 22 printed thereon to instruct the user to draw two or more pre-writing shapes 10 , or parts thereof, to create a rudimentary drawing 24 .
  • the sequential instruction indicia 22 illustrates, in a series of blocks or steps 26 , the drawing strokes required to create the rudimentary drawing 24 .
  • Each block 26 illustrates the required drawing stroke in a bold line
  • the subsequent blocks 26 illustrate the previous drawing strokes in a lighter, thinner, or less prominent form (i.e. similar to the traceable lines described above) to emphasize the current drawing stroke required in that block 26 .
  • the current/previous drawing lines can be distinguished by nearly any property, such as color, shading, patterns, etc.
  • Each block 26 may be identified by a number, and each number or block may be printed in or otherwise associated with a color.
  • block 26 associated with the number “ 1 ” i.e. the border, associated number, shading or the like of the block 26
  • block 26 associated with the number “ 2 ” may be orange
  • block 26 associated with the number “ 3 ” may be green.
  • Each drawing sheet 20 may include a tracing area 28 which includes the rudimentary drawing 24 in a traceable version or format 24 ′.
  • Each line in the traceable version 24 ′ may be lightened, dotted, etc as described above in the context of the instruction blocks 16 b of the instruction sheets 12 .
  • the tracing area 28 may have arrows 18 that guide the user in the proper line strokes and order for creating the rudimentary drawing.
  • each arrow 18 may be color coded to match the associated instruction block 26 . For example, arrow “ 1 ” in the tracing area 28 of FIG. 4 may be red (to emphasize that the associated stroke corresponds to block 1 of the instruction indicia 22 ), arrow “ 2 ” may be orange and arrow “ 3 ” may be green.
  • Each drawing sheet 20 may include a drawing areas 30 which can be a block or defined space in which the user is encouraged to draw the rudimentary drawing 24 .
  • a drawing area 30 which can be a block or defined space in which the user is encouraged to draw the rudimentary drawing 24 .
  • the drawing space 30 and tracing area 28 may each be filled with a yellow or other fill colors (described above in conjunction with the blocks 16 of the instruction sheets 12 ) to provide the same advantages described above.
  • Each sheet 12 may also include an illustrated drawing and associated text 32 (i.e. a drawing of a rainbow and the text “rainbow”) printed thereon which corresponds to the associated rudimentary drawing 24 .
  • the illustrated drawing 32 may be more complex and provides a more aesthetically pleasing appearance than the rudimentary drawing 24 to capture the interest of a user.
  • the illustrated drawing and text 32 also helps a user to further identify and create the rudimentary drawing 24 .
  • FIG. 3 present a basic rudimentary shape in the form of a rainbow which utilizes only part of a single pre-writing shape 10 duplicated three times.
  • more and more pre-writing shapes 10 can be utilized.
  • the rudimentary shape 24 of FIG. 5 incorporates three circles, three dots, a “v” shape and a circle segment to create a representation of a caterpillar with a face.
  • the rudimentary shape 24 includes a semi-circle positioned on top of a triangle to create a representation of an ice cream cone.
  • at least two or more pre-writing shapes 10 (or parts thereof) may be positioned immediately adjacent to each other, and cooperate together, to create rudimentary drawings 24 of increasing complexity.
  • the instruction sheets 12 shown in FIGS. 2 and 3 may be packaged with the drawing sheets 20 of FIGS. 4-6 , along with a plurality of additional drawing sheets 20 (i.e. may be bound thereto as part of a drawing pad or the like) of the same basic format but having varying instruction indicia, traceable drawings and illustrated drawings.
  • the entire drawing sheet assembly may thereby include a wide variety of rudimentary drawings 24 created with the nine pre-writing shapes 10 arranged in differing manners and in increasing complexity. In this manner, a purchaser of the pad can ensure that the user will learn all nine pre-writing shapes 10 by using the associated drawing sheets 20 in the pad.
  • Each instruction sheet 12 and/or drawing sheet 20 may include or carry thereon at least one hand cue 34 upon which a user can place his or her hand to manually stabilize the associated sheet 12 / 20 (particularly when the sheet 12 / 20 is separated from a pad and used alone).
  • Each hand cue 34 may include or take the form of a visual cue 36 .
  • the visual cue 36 takes the form of a visual representation (i.e. drawing, design, photograph or the like) of a hand to cue or encourage a user to place his or her hand on the hand cue 34 .
  • the visual cue 36 can take the form of other indicia besides a hand.
  • some other indicia 36 may be provided on the sheet 12 / 20 .
  • a user may be taught (i.e. by the sheet 12 / 20 , associated instructions/packaging, by a teacher, or parent, etc.) that the indicia 36 is to be associated with hand stabilization.
  • the user is prompted to stabilize the drawing sheet with his or her non-dominant (i.e. non-writing) hand.
  • the hand cues 34 serve as a constant reminder to the user to encourage proper stabilization and use of the sheets 12 / 20 .
  • Each hand cue 34 may be positioned at or adjacent to the outer perimeter of the drawing sheet 12 / 20 to ensure proper hand placement. In particular, encouraging a user to place his or her stabilization hand at or adjacent to the outer edge of the drawing sheet 12 / 20 ensures that maximum stabilization force is exerted while ensuring that the stabilization hand does not interfere with writing operations on the drawing sheet 12 . Thus, at least part of each hand cue 34 may be located within about 3 inches of the outer edge of the drawing sheet 12 , or within about 10% or 20% of the height or width of the drawing sheet 12 of the outer edge. Each hand cue 34 may be relatively small, and, for example, cover less than about 10%, or less than about 5%, of the surface area of the associated sheet 12 / 20 .
  • the drawing sheet 12 / 20 may include a hand cue 34 on both the left and right sides of the drawing sheet 12 / 20 (with the “left” and “right” orientation being taken from the perspective of a user reading the drawing sheet 12 / 20 as shown in the figures).
  • the use of two opposed hand cues 34 ensures that a hand cue 34 is sufficiently presented and available for both left-handed and right-handed users.
  • Both hand cues 34 may be located in the upper half of the drawing sheet 12 / 20 since stabilization in the upper half of the sheet 12 / 20 is most effective and allows full access to the drawing sheet.
  • the hand cue 34 on the left side of the sheet 12 / 20 (utilized by right-handed users) is positioned below the hand cue on the right side of the sheet 12 / 20 (utilized by left-handed users). Due to the layout of most drawing sheets, as well as orientation of writing desks, etc. it is desired to place the hand cue 34 for left-handed users higher on the sheet 12 / 20 than the other hand cue 34 .
  • the drawing sheet 12 / 20 may be packaged for sale along with a set of instructions that instruct a user (or a user's parents, teachers, etc.) to use the sheets 12 / 20 in the manner described herein, or the instructions can be printed on the sheet 12 / 20 .
  • Proper writing habits includes making vertical and diagonal lines from top-to-bottom, making circles from the top and drawing counterclockwise toward the left, and making horizontal lines from left-to-right. Teaching a user to develop these habits prepares a child for proper letter writing. Moreover, learning to follow a visual sequence is important in learning to follow multi-step directions. In addition learning a particular sequence in shape and letter writing can increase legibility and writing fluency (speed and accuracy).
  • the sheets 12 / 20 encourage a user to develop visual motor control skills (eye-hand coordination), visual motor integration skills, sequencing skills (by following the sequenced instructions), visual discrimination skills (by noting differences from one instruction to the next), visual closure skills (by determining where to add the next part or line of the drawing), bilateral coordination (by using both hands), visual closure skills (recognizing what the picture is before it is completed), and visual spatial relationships (determining what orientation to place the next line or part of drawing).

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  • Engineering & Computer Science (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Credit Cards Or The Like (AREA)
  • Facsimiles In General (AREA)
US11/852,615 2007-09-10 2007-09-10 Letter guide sheet Abandoned US20090068622A1 (en)

Priority Applications (3)

Application Number Priority Date Filing Date Title
US11/852,615 US20090068622A1 (en) 2007-09-10 2007-09-10 Letter guide sheet
BRPI0803351-0A BRPI0803351A2 (pt) 2007-09-10 2008-09-08 conjunto de folha, e, método para usar um conjunto de folha de desenho
CA002639515A CA2639515A1 (en) 2007-09-10 2008-09-10 Letter guide sheet

Applications Claiming Priority (1)

Application Number Priority Date Filing Date Title
US11/852,615 US20090068622A1 (en) 2007-09-10 2007-09-10 Letter guide sheet

Publications (1)

Publication Number Publication Date
US20090068622A1 true US20090068622A1 (en) 2009-03-12

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ID=40432238

Family Applications (1)

Application Number Title Priority Date Filing Date
US11/852,615 Abandoned US20090068622A1 (en) 2007-09-10 2007-09-10 Letter guide sheet

Country Status (3)

Country Link
US (1) US20090068622A1 (pt)
BR (1) BRPI0803351A2 (pt)
CA (1) CA2639515A1 (pt)

Cited By (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JP2017126069A (ja) * 2016-01-12 2017-07-20 株式会社オフィスサニー 文字シートおよび文字シートセット
WO2019008690A1 (ja) * 2017-07-04 2019-01-10 株式会社オフィスサニー 文字シートおよび文字シートセット

Citations (1)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US2258603A (en) * 1939-01-24 1941-10-14 Charles H Forbell Educational and amusement device

Patent Citations (1)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US2258603A (en) * 1939-01-24 1941-10-14 Charles H Forbell Educational and amusement device

Cited By (2)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
JP2017126069A (ja) * 2016-01-12 2017-07-20 株式会社オフィスサニー 文字シートおよび文字シートセット
WO2019008690A1 (ja) * 2017-07-04 2019-01-10 株式会社オフィスサニー 文字シートおよび文字シートセット

Also Published As

Publication number Publication date
BRPI0803351A2 (pt) 2009-07-14
CA2639515A1 (en) 2009-03-10

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Legal Events

Date Code Title Description
AS Assignment

Owner name: MEADWESTVACO CORPORATION, VIRGINIA

Free format text: ASSIGNMENT OF ASSIGNORS INTEREST;ASSIGNOR:SCHULKEN, TONI M.;REEL/FRAME:020410/0435

Effective date: 20071217

STCB Information on status: application discontinuation

Free format text: ABANDONED -- FAILURE TO RESPOND TO AN OFFICE ACTION